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Training L3 in the Norwegian Armed Forces

Explore how English is taught in military academies in Norway, focusing on fiction as a tool for language training using John Steinbeck's novel "The Moon is Down." The importance of literature in developing skills for modern conflict scenarios is discussed.

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Training L3 in the Norwegian Armed Forces

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  1. Training L3 in the Norwegian Armed Forces Birgitte Grande, Norwegian Defence University College Hege Skilleås, Royal Norwegian Naval Academy

  2. Agenda • Teaching English in the Norwegian Armed Forces • Examples of L3 language training in the military academies: • Fiction • «Operation Harvest» • Summary

  3. Teaching English in the Norwegian Armed Forces In Norway: • English tuition from 1st year in primary school • No dubbing of films, TV-series, etc. Hence: • In the military: English taught in the academies only (1-3 years) • Proficiency of most new cadets: around level 2 • Cadets graduate holding a BA in Military Studies

  4. English instruction: building blocks • Grammar work • Translations • Cadet presentations • Operational English • Reading fiction • Essay writing

  5. Fiction: a perfect tool to train all four skills • Reading: comprehension and analysis of novel • Speaking & listening: 1. Short presentations 2. Discussion in groups and in plenary 3. Writing

  6. John Steinbeck The Moon is Down (1942) • Why was this novel banned in Norway during the Second World War? • What powerful message does the novel deliver? • To what extent is this message (the theme of the novel) of relevance to officers today?

  7. John Steinbeck: The Moon is Down (1942) • Why? • National relevance: WWII • New relevance: Iraq 2003, Afghanistan • Professional relevance: • morale • resistance • the spirit of the people • propaganda • hearts & minds • the psychology of the invader and the invaded

  8. Steinbeck’s The Moon is Down: How? Mini-briefs: • Steinbeck • Norwegian resistance during WWII • WWII use of propaganda • Resistance in modern-day conflicts

  9. Steinbeck’s The Moon is Down: How? Discussion • Characters, plot/structure, and scenes • Situation analysis – what would you have done? What if …? • Choices the author had to make - effect? • Main theme - what powerful message does the novel deliver? • Why was the novel banned in Norway? • Is this novel an old-fashioned PSYOPS text? Why/why not?

  10. Steinbeck’s The Moon is Down: How? Sample essay topic 1: «One man’s insurgent is another man’s freedom fighter» Discuss the above statement with reference to Steinbeck’s The Moon is Down (1942) and at least one modern-day conflict to support your arguments.

  11. Steinbeck’s The Moon is Down: How? Sample essay topic 2: Discuss the concept of ”winning hearts and minds”, using examples from Steinbeck’s The Moon is Down (1942) and at least one modern-day conflict to support your arguments.

  12. More authors: • Ernest Hemingway, William Golding • Philip Caputo, Tim O’Brien • Patrick Sheane Duncan • Orson Scott Card • Khaled Hosseini • John M. Coetzee

  13. Operation Harvest: a cross-disciplinary project Purpose: Demonstratethe RELEVANCE ofallsubjects at the start oftheeducation by letting thecadets plan a maritime operation.

  14. Operation Harvest stages

  15. What’s in it for English? – L3 READING: • Authenticwritten material on general and professionalsubjects, includingunfamiliarsubject matter • Ability to learn from reading. • Getthegistofhigherlevel, sophisticatedtexts Extensivereading: backgroundarticles, UN resolution, signals, tactical maritime planning guide

  16. What’s in it for English? - L3 SPEAKING: • delivering briefings or otherextended and elaboratemonologues, hypothesising, answeringobjections, clarifyingpoints, justifyingdecisions, supporting opinion, stating and defending policy, usestructuraldevices. Weeklybriefs, questions and discussion in English withmilitary and academic staff.

  17. Learning outcomes: Extensive input and output Vocabulary – will need to use new words immediately Knowledge of military terms, procedures, conventions ”Profession awareness” Confidence

  18. Factors influencing success • Cross-disciplinary cooperation, military + civilian staff. Initiated by military staff… • Presupposes L2 in cadet population. • Use English as instrument. • Demand frequent products. • Coaching more than teaching. • English not in isolated units, but permeates whole period. • Time & effort. • Insist on English in discussions.

  19. In closing: • From L2 to L3: more use of English as an INSTRUMENT of communication rather than as object of teaching. • Fiction gives ample opportunities for training all four skills. • Use realistic scenarios: train as you fight. • Demand products.

  20. Thank you for your kind attention!

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